Grammerofunit5period5and6。

每个老师上课需要准备的东西是教案课件，到写教案课件的时候了。需要我们认真规划教案课件工作计划，可以更好完成工作任务！你们知道多少范文适合教案课件？下面是小编为大家整理的“Grammerofunit5period5and6”，仅供您在工作和学习中参考。

Grammerofunit5period5and6

Languagefocus:

1.Learnnewwordexpressions

2.Text-learning

3.Usingthesimplepresenttensetoexpresspreferences

Materials:

Students’Book7bpage87

Acassetteplayer,aslideprojector

Differentkindsofthings

Teachingprocedure:

I.Warming-up

Let’ssingasongtorelax.

II.Greeting

III.Students’report

Todayourtopicis“Ouranimalfriends”.

First,let’swatchashortplaybystudents.

IV.Presentation

Thankyou.

Intheirshortplay,weknowanimalsareverylovely.Theyareourgood

friends.SoIthinkmostofpeoplelikeanimals,especiallyyou,children

Doyouhavegoodanimalfriends?Youbringthemhere.Wouldyouplease

showusyouranimalfriends?Pleasetakeoutandtrytointroduceyour

pets.Likethis:

1.Doyouhaveapetathome?

2.What’sit?

3.What’shis/hername?

4.Whatcolourishe/she?

5.How/Wheredidyougethim/her?

Nowdiscusswithyourdeskmates,I’llasksomeofyoutotryO.K.?

(Thenask6studentstointroduce.)

Allofyourpetsarenice.ButIpreferpuppies.

ToS1:Whichanimaldoyoulike?S1:Ilike…

Oh,he/sheprefers…Andhowaboutyou?(ToS2)S2:Ilike/prefer…

Oh,heprefers…Nowlookatthisexpression:

----Whichonedoyoulike?

----Iprefer…

Readafterme.(practise)

----Whichfooddoyoulike?

----Whichfruitdoyoulike?

----Whichcitydoyoulike?

Practisethisexpressioninpairs.

Now,doyouknowwhichpetKittyandBenprefer.Let’slearnSam’sstory.

Lookatsomenewwordsfirst.(Showabrochure.)

Thisisatravelbrochure/acomputerbrochure.Wecanalsosayatravel

booklet.(Showslide)

Readafterme.(Showapicture.)

Whoishe?He’saninspector.Apersonwhosejobistoexamorcheck

something.

(Showword:inspector.Read)/(Showanotherpicture.)

Whatcanyouseeinthepicture?It’sahomefordogs.It’sakennel.(

Showword:kennel.Read)

I’lltellyouSamisattheSPCAkennels.WhatisSPCA.

(Showslide:SPCA:Societyforthepreventionofcrueltytoanimals.)

Readafterme.Itmeansanorganizationwhichprotectsanimalsfromdanger.

Let’sreadallnewwords.

V.Text-learning

Thenlet’scometoourtext.First,listentothetext,don’tlookatyour

books.Thentrytoanswersomequestionsaboutthetext.Solisten

carefully.

(1)Isdog’snameSimon?

(2)DidBenandKittyfirstmeetSaminthepetshop?

(3)DoesKittyprefertheblackandwhiteonebest?

(4)Dotheywantthelightbrownone?

(5)What’sthedog’sname?

(6)WheredidtheyfirstmeetSam?

(7)WhichpetdoesBenprefer?

(8)Whichonedotheychoosefinally?

(9)WhatmustBenandKittydoifSamissick?

Allright.Openyourbookstopage67.Readafterthetapesentenceby

sentence.Payattentiontopronunciationandintonation.

Thenyoupractisethetextbygroupsinroles.Trytoimitateaspossible

asyoucan.

VI.Consolidation

Fromthetext,weknowKittyandBenloveSamverymuch.Theytakegood

careofhim.Theyaresokindtoanimals.Butnowadays,alotofpeople

arecrueltoanimals.Alargenumberofanimalsarekilledbypeople.Even

somerareanimalshavedisappearedfromtheearth.Itisasadstory.So

wemustprotectanimalsandprotectenvironment.

Doyouagree?(Yes.)

Accordingtothissituation.Iaskyoutodiscussingroupsandgiveus

yourstoriesaboutthistopic.

Pleaseprepareforawhile.I’llplaythemusic.Themusicstops,youstop.

VII.Summaryandassignment

Inthisclass,welearnSam’sstoryandweknowanimalsareourgood

friends.Weshouldbekindtothem.Wealsolearnsomenewwordsand

expression.

Today’shomework:

1.Copythenewwords.2.Recitethetext.3.Completethereportonpage89

Commentsafterclass

Englishisausefullanguage.It’sausefultool.Wewouldlikeour

studentstousethislanguageflexiblyratherthanonlyrememberingsomephrases.

Accordingtothisaim,inthislesson,mydesignisfirstlymovingfromold

knowledgetonewknowledge,frompreviouslessontothenextone.

Mytopicis“Ouranimalfriends”,andchildrenlikeanimals.Soatthe

beginningofthelesson,Iinvitestudentstointroducetheirfavourite

animals.Theycouldtaketheirpetstotheclassandtheyshowedgreat

interest.NextItransferredtothesentencepattern:

“Whichonedoyoulike?”

“Iprefer….”

Byasking“Whichanimalsdoyoulike?”

Iletstudentsuseallkindsofthingstheyhavelearnedtopractisethis

sentencepattern.

ThenIcametothetext-learning.Itaughtthemnewwordsbyshowingthem

pictures.Afterthat,Iaskedstudentstolistenandunderstandthe

generalmeaningofthetext,readandimitatethepronunciationand

intonationofthetapeofthetext.

Atlast,Ihavethestudentsimaginedifferentkindsofstories,concerned

thesituationnowadaysthatalotofrareanimalshavebeendestroyedby

someunkindpeople.Letthestudentsknowweshouldprotectanimalsand

naturalenvironment.

Allaboveismyoutlineofthewholeclass.Ithinkstudentscanlearn

somethingnotonlyinsideclassbutalsooutsideclass.MaybeIshould

continuetoimprovethesituationalteachingmethod.

consolidationofunit5Period7

Languagefocus:

1.Asking“Wh-”questionstofindoutvariouskindsofspecificinformation

aboutaperson

2.Usingprepositionstoindicatepositonandplace

3.Asking“Wh-”questionstofindoutplace

Materials:

1.Student’sBook7bpage84

2.Brochuresofdifferentestateagencies

3.Acomputerandaprojector

4.Multimediaprogrammes

Teachingprocedure:

Pre-taskpreparation

1.SinganEnglishsong

2.Role-playthedialogueonpage83

3.Askandanswerbasedontheplay

4.Retelltheplay

5.Introducetheirownlivingcondition

While-taskprocedure

1.ListentoLookandreadonce

2.Listenandrepeatthedialogue

3.Readthedialogue

4.Makeadialogue

Post-taskactivity

Sellnewflatsasestateagents

Consolidation

Displaythefloorplansonthedisplayboard.Haveadiscussiontofind

thebestone,whichmatchestheteacher’srequirements.

Assignment

相关推荐

VocabularyofUnit5period3

VocabularyofUnit5period3

Teachingaims:

Inthislesson,trainstudents’capabilityofResearch-orientated

learning,CooperativelearningandIndependentlearning.

Teachingfocus:

1.Asking“How”questionstofindoutthelengthofaperiodoftime

2.Asking“How”questionstofindoutprice

3.Learninghowtodescribeplaces

4.Learninghowtogetinformationandcompareit

TeachingMaterials:

1.Student’sBook7bunit5

2.Acomputer

TeachingProcedure:

I.Pre-task

1.ConductashortplaybetweenMr.LiandKitty.Thenaskthequestions.

T:“Whyhasn’tMr.Lidecided?”

S:“Maybehewantstoknowthepriceandthelengthoftime.”

(Aim:Presentthestructures.StudentsfindMr.Lihasn’tdecidedwhether

togotoBeijing.Thenaccordingtotheirexperienceoftraveling,they

canusethestructures“Howlongdoesittake…”and“Howmuchdoesitcost?”

toaskforthelengthofaperiodoftimeandprice.)

2.Haveacompetition

Theyaskandanswerthequestions.Theonegetsthenearestanswer,his

orhergroupwillwin.

(Aim:Toconsolidatethestructuresbyguessingthepriceandtime.)

3.Learnthetext

(1)Talkabouthowtogetinformation.

S:“Frombooks,magazines,newspapers,otherpeople,computersetc.”

(2)Letstudentsreadthefirstpartofthetextafterthetape.

(3)Letstudentsmakedialoguestocompletethesecondpartofthetext.

(Aim:Topractisethecapabilityofcooperation.)

II.While-task

1.HavestudentstalkaboutthescenesinBeijingbyusingthekeywords.

(Aim:Tolearnhowtodescribeplacesandtopaveforfurtherexercise).

2.Havestudentsintroducesomenewtravelroutes.

Theyshouldsearchforinformationbeforeclassbythemselves.Thenone

actsasanagent,others

askforinformationabouttraveling.

(Aim:FirstitcanpractisethecapabilityofIndependentlearningand

ResearchOrientedlearning.Secondbyaskingandanswering,students

consolidatetheirknowledgeandspreadthelimitsofknowledge.Italso

trainstheircapabilityofCooperationlearning.)

III.Post-task

1.Haveadiscussion.

Andtell“Wherewouldyouliketovisitandwhy?”

(Aim:Tocompareinformationandmakeconclusions.)

2.Letstudentsdesignholidayplans.

(Aim:Topractisethecapabilityofwriting.)

AHolidayPlanIwillgoto______by________.Itcostsme_______yuan.

Iwillsetoffon_______andcomebackon________.(date)Iwillvisit

______,_______,….and________.

3.Expresstheirfeelingaftertraveling.

T:“There’remanybeautifulplacesinourcountry.Aftertraveling,what

doyouthinkofourmotherland?”

S:“It’sbeautiful/wonderful/great.It’sbecomingmoreandmore

modern/stronger.”

(Aim:Toarousestudents’feelingoflovingmotherland.)

4.Makeaconclusionofthislesson.

Functions:howtogetinformation,howtocompareit,howtodescribe

something.

IV.Homework

Designatouristguideforforeigners.

(Aim:touseknowledgecomprehensively.Topractisethecapabilityof

IndependentlearningandResearch-orientallearnin

Practiseofunit5period4

Maintask

1Todescribedifferentmaterialsanditemsofclothing.

2Tomakeabrochureaboutclothesandfashion.

3Topresentabrochuretotheclass.

Backgroundinformation

Studentswillhaveopportunitiestodescribeclothesandaccessories.Thissectionfocusesonafashionbrochureforgirls,whichmakesitnecessarytobringinmagazinepicturesofboys’fashionsformixedclasses.

Bringinauthenticbrochurestoshowstudentsthestyleofthiskindofwriting.Talktostudentsaboutthepurposeofwritingabrochure.Elicitfromstudentsasmuchinformationaspossible:

1Whoarethereaders?

2Whatdothereaderswanttoknow?

3Howdoyoumakeyourbrochurelookinterestingtothereader?

Teachingprocedures

1Beforedoingthetask,askstudentswhotheaudienceisandemphasizethecontextintheStudent’sBookofcreatinga‘FashionWall’.

2Enablestudentstodescribethemselvesortheirclassmatesbyusingthekeywordsabove.

3Askstudentstoreadthemodelarticleonpage102.AndtellthemtousethemodelarticleandcompletethesentenceswithwordfromPartAonpage101.

4Checktheanswersandencouragestudentstoexpresstheiropinionsaboutthemodelarticle.

5Tellstudentstochooseonefashionitemandmakethemawareofwhatkindofthings.Theirreadersmightliketoreadabout.Andtellstudentstocreatetheirownwordstowritearoughdraftusingthegivenmodel.

6Letstudentsread,checkandcorrecttheirpartner’sdraftsinpairsandgivethemsuggestionsabouttheimprovementsintheuseofwords,spellingandstructuresandprovidehelpwhilemonitoring.

7Makestudentsrewritetheirarticlesonaseparatesheetofpaperandaddillustrations,particularlypicturesofpopularfashionitems.Askthemtosticktheirworkonthenoticeboardandencouragethemtoreadeachother’sposter.

Samplewriting

First,IdesignedacottonT-shirt.ItisbrightredandhasaV-neck.Itgoeswellwithapairofjeans.Thejeanshavewidelegs.Therearelotsofbigpocketsatthefrontandback.Ialsodesignedacottonshirtwithlongsleevesandbuttonsinthefront.

ThenIdesignedapairoftrainerstogowiththejeansandT-shirt.Theyareverycomfortableandmadeofwhiteleather.Theydonothavelaces,sotheyareeasytoputon.ThejacketIdesignedisbluewithwhitesleeves.

IntegratedSkillsofunit5period89

每个老师需要在上课前弄好自己的教案课件，大家在用心的考虑自己的教案课件。教案课件工作计划写好了之后，这样接下来工作才会更上一层楼！有没有好的范文是适合教案课件？小编特地为大家精心收集和整理了“IntegratedSkillsofunit5period89”，仅供您在工作和学习中参考。

IntegratedSkillsofunit5period89

ASimplepasttense

Task-basedTeachingAims:

1.CognitiveDevelopment

Makesurestudentscanrecognizethetensefreely.

2.ProficiencyLevel

Todeveloptheirintegratedskillsthroughlistening,reading,speakingandwriting.Theycanusethetensetomakeupsentencesanddialoguesfreelyafterlearning.Theycanalsorecognizeanduseadverbstoorderevents.

3.AffectiveLearning

Todeveloptheirenjoymentsoflifeandthingsaroundthem,especiallythesuccessoflearning,throughinteractiveteachingandstudent-orientedteaching.

Step2Talktostudentsaboutwhatyoudidlastweekendandasksomequestionsasyougoalong,e.g.Ihadareallygoodweekend.

Didyouhaveagoodweekend?

Iplayedtennisfortwohours.

Whatdidyoudo?

IwatchedafilmonSaturdayevening.Itfinishedat11p.m.

WhatdidyoudolastSaturday?

OnSunday,ItookabusfromWangfujing.

Therewerealotofpeople.

WhatdidyoudoonSunday?

Step4Teachthemhowtousethesimplepasttensetomakepositiveandnegativesentences,askandanswerquestions.Havethemcompletetheconversation.Checkanswersandclarifyanymisunderstandings.

MrsWang:DidMillieaskGrandmaaboutthedressonMonday?

Andy:No,shedidn’t.ShewenttotheReadingClub.DidshehelpyouwiththeshoppingonTuesday?

MrsWang:Yes,shedid.DidsheplayvolleyballonWednesday?

Andy:Yes,shedid.Butshecleanedherbedroom.

MrsWang:Iknow!DidshedoherMathsproject?

Andy:No,shedidn’t.Butshedidsomeworkforthefashionshow.

BSequencingevents

Step1Torecognizeanduseadverbstoorderevents.Tellthemtopayattentiontothesimplepasttense.Weusetheseadverbstoshowtheorderinwhichthingshappen.Weputtheadverbsatthebeginningofasentenceastheyconnectthesentences.Weoftenusethemtoclarifyaprocessoraparticularsequenceofevents.

(first,then,next,afterward,finally)

Step2Askstudentstodoapresentationabouttheirowndayusingtheadverbstheyhavelearned.Encouragethemtoincludemoreinformation.Helpthemchooseatitle.Remindthemtousethesimplepasttense.

B1Brieflyreviewtheadverbs,usingthepicturesforsupport.

AskstudentstowritethelettersintheboxesinPpartB1individually.Studentscheckeachother’ssequenceofsentences.Monitortheclassasyouwalkaround.

B2SetthecontextbyremindingstudentsaboutthefashionshowdescribedearlierintheunitbeforeaskingstudentstodoB2.LinkSimon’sexperiencetoanyothereventsyourstudentsmayhavebeeninvolvedin.introducetheideaofworitingapicturestoryasanarrativeusingadverbsandthesimplepasttensetoorderevents.

Step3Reviewkeyvocabualryandexplainunfamiliarwords:‘catwalk.’

Askquestionsabouteachpicture.

1)WhatdidSimondofirst?

2)WhatdidSimonwear?

3)Whatdidhedonext?

4)WhodidSimontalkto?

5)Wheredidhegoafterwards?

AskstudentstowritesentencesaboutSimon’sdayusingthesimplepasttense.Checktheanswersasaclassactivity.

CheckoutandProjectofUnit5Period10

Task-basedTeachingAims:

(1)CognitiveDevelopment:

Throughreadingandlisteningto“Thelifeofatrainer”,theSscanlearnanduserelevantexpressionsfreely.

(2)ProficiencyLevel:

TodeveloptheSs’integratedskillsthroughlistening,speaking,readingandwriting.

(3)AffectiveLearning:

TodeveloptheSs’enjoymentsoflifeandthingsaroundthem,especiallythesuccessoflearning,throughinteractiveteachingandstudent-orientedteaching.

(4)CulturalUnderstanding:

MaketheSsfeeltheculturaldifferencesbetweenEasternandWesternCountries.

Procedures:

StepOne:Presentatrainerandteachthedifferentpartsofit.ThenlistenanddopartA1.

T:Isitatrainer?S:…

T:Doyoulikewearingtrainers?S:…

T:Doyouknowwhatthenamesofthesepartsare?S:…

T:OK.Wecallit“shoelace/sole/stripe/tongue”.

StepTwo:Presenttheproceduresofmakingatrainer.ThenguidetheSsthroughthenewwordsandletthemspeakoutinEnglish.

T:Now,boysandgirls,Iknowthatmostofyoulikewearingtrainers.Doyouknowhowtomakeone?

S:…

T:OK.Firstlet’shavealookonthescreen.Thenpleasetellmeaboutit.S:…

T:OK.Iknowit’sverydifficultforyoutosay.Butitdoesn’tmatter.Nowpleasediscussinyourgroupsandlaterwe’llshareyourideastogether.

S:…(Discussingroups)

T:(AfterlisteningtotheSs’description,theteacherdescribesthegeneralcontentsinPartA2.ThenlettheSssayaftermetwice.Finallylistenandputthesentencesinthecorrectorder.)

StepThree:PresentPartTwoofthestory.ThenlettheSsgetthegeneralideaofitandpaymuchattentiontotheverbspasttenseforms.

T:Now,weknowhowtomakeatrainer.Doyouwanttoknowhowthetrainerisgettingalong?OK.Let’slistencarefullyandcompletethesentencesinPartA4.S:…

StepFour:Presentafashionshowandpractisethesentences“Whatis/are…madeof?It’s/They’remadeof…”.

StepFive:Writtenwork

T:Now,we’velearnedthedifferentpartsofatrainerandhowtomakeone.Andwealsoseeafashionshowandhavelearneddifferentmaterialsformakingclothes.Andwouldyoupleasedesignsomeclothesandmakeapostertogiveinformationaboutthestyles,coloursandmaterialsoftheclothes?Youcandoitlikethis:

Homework:

what did you do last weekend Period 5

《Unit4whatdidyoudolastweekendPeriod5》

教学目标1通过阅读学习3a!--?xml:namespaceprefix=vns="urn:schemas-microsoft-com:vml"/--,3b复习本单元所有单词，熟练掌握其读音、拼写以及含义。

2.通过3c学会对小组成员的周末活动进行描述.3．通过对周末的回忆来更加热爱生活。

教学重点就过去的事情进行询问并回答。教学难点熟练掌握谈论过去事件的方法，用过去式描写自己的周末活动学情分析一般过去式是学生的学习难点之一,教师应创设真实情境、组织有意义的任务或活动来展开一般过去式的教学，避免过分强调语法。教学准备Recorder.Multi—mediumcomputer

集体备课

个人备课

StepOne:Showthepreviewworks(text-booksandnote-paper).Teacher:1.Drawachecktableontheblackboard.2.Listentothereportfromthewinners.Trytofindouthowthestudentspreview,andsumup.3.Showtheaimsforstudentstochoose.(Atthesametime,studentsstepintothesecondstepslowly,somebysome.)StepTwLearnbythemselves.Students:1.Decidemyownaims.2.Self-study:完成!--?xml:namespaceprefix=st1ns="urn:schemas-microsoft-com:office:smarttags"/--3a1、个人活动:看短文和图片，并用根据图片的意思运用适当的短语补全课文。2、同位活动:互相检查对方答案。3、小组活动：分析并总结3a中出现的重难点。写作练习—3b、3c1、根据3b所给的问题，调查组内的其他组员上周末的活动2、根据3c的要求写一篇组内的其他组员上周末活动的短文。3、小组活动（1）分享同组成员的习作。（2）重新修改短文，并在组内交流，评选出本组优秀作文。（3）班上展示各组优秀作文，并进行评价，指出好的地方。StepThree:Talkabouttheproblemswiththeteachertogether.

StepFour:Practice:

请以MyBusyWeekend为题写一篇短文，介绍一下你的周末活动及感受。60词左右。StepFive:SummaryandTestStepSix:Showstudentshowtopreviewfornextclass.(3a-4)

小结：学科知识构建与板书设计Unit4Whatdidyoudolastweekend?Chooseyouraims:1）完成3a并熟读课文，看谁朗读地流利又准确总结3a中出现的重难点。。2）根据3b所给的问题，调查组内的其他组员上周末的活动完成表格3）根据3c的要求写一篇组内的其他组员上周末活动的短文。反思与重建

附：课前检测题：附：一.课前检测题：个性预习作业同层对比

二．课堂检测题：写一篇组内的其他组员上周末活动的短文。三、作业设置：1.Reviewandmasterthenewwordsanddrillslearntinthisclass.2.Previewthecontentsonpage32.3.WorkbookExxinworkbook.（选做）